McKenna Maynard

Grade: 1st
Plants

Readiness
I. Goals/Objectives/Standard(s)
a. Goal(s): Students will be able to identify the different parts of a plant and know how it helps
the plant survive.
b. Objective(s):
-After students complete the lesson, students will be able to observe and identify the difference
external parts of a flower
-After students complete the lesson, students will be able to verbally state how different external
parts of a flower help the flower survive.

Standard: 1.LS.2 Develop a model mimicking how plants and/or animals use their external parts
to help them survive, grow, and meet their needs. Explore how those external parts could solve a
human problem.

II. Materials:
-Projector (Slideshow with different plant parts and and needs)
-Popsicle sticks
-Large plant part cutouts
-Plant
-Leaf from a tree
-Construction paper
-Coffee grounds
-Fake flower
-Markers
-Scissors
-Glue sticks

Management: The students will be working at their desk throughout the entire lesson. They will
be working independently at their desk, but they will have times where they are allowed to
discuss the material with the people at their table.

Time-
Anticipatory Set: 5 minutes
Lesson Presentation: 35 minutes
Closure: 5 minutes
Total: 45 minutes
 III. Anticipatory Set:
I will have large cutouts of different parts of a flower (roots, a stem, a flow, and leaves). Okay
students, I am going to need your help putting my flower together today! What part of the flower
is this? (Hold up roots and call on student) Yes! It is the roots of a flower! ) Raise your hand if
you think you can help me put the roots of the flower on the board? (Pick a student who is raising
their hand. I will have them come up to the board and I will hand them the roots. They will stick
it to the board.) Good job! (I will hold up the stem) Now, who can tell me what part of the
flower this is? (Call on student) Very good! Its the stem! Who can help me put the stem on the
board where it needs to go! (Continue this process with all 4 parts of the flower) Now that we
have put all of the parts of the flower on the board, who thinks they can remember all of the
names of the different parts? (Call on student) I am so proud of you! You remembered all of the
different parts!

IV. Purpose:
Today we are going to learn about the different parts of a plant so that we know how they stay
alive. Our environment is important and we want to take care of it the best that we can. If we
know how plants stay alive, and know the things that they need to stay alive, maybe we can help
save more of them.

V. Adaptation to Diverse Students:

Students will be grouped at their desk and range in ability. With the students being mixed, they
will be able to help one another learn. If students appear to be struggling I will have them work
with either I, or Mrs. Hughes at the round table to give them extra support.

VI. Lesson Presentation (Input/Output):

A. Mini Lesson:
Since we now know all of the different parts of a plant, let's talk about what the different parts of
the plant do! Who thinks that they know what the roots do? How do roots help keep a plant
alive? (Let students answer) Roots hold the plant into the soil, and take in water and minerals to
help the plant stay alive. Who can tell me what purpose the leaves serve? (Call on student) The
leaves take in air and light that a plant need to live. Different plants have leaves that are
different shapes and sizes. For example, we know that leaves on a tree are shaped differently
than a leaf on a flower. (Hold up a tree leaf and a flower leaf and show the class) And what
about the stem of a flower? How does that help keep the plant alive? (Call on student) The stem
is the part of the flower that carries water from the roots to the other parts of the plant. And
lastly, we have the flower! What do the flowers do? (Call on student) Very good! The flower
helps the plant reproduce, making seeds that will grow into new plants! Without the flower, we
would not be able to have more flowers! Do you guys have any questions about the different
parts of the flower and how it helps the plant stay alive? (Answer any questions)
Now who can tell me some things that a plant needs to live? Do you guys have any plants at your
house? What do you need to do to the plant to make sure that it stays alive? (Call on multiple
students) Yes! We know that plants need water, sunlight, soil, and air in order to stay alive!

(I will have two anchor chart with the different flower parts and how it helps the flower stay
alive, and what the plant needs to stay alive.

Parts of a Flower!
Flower= Helps the flower reproduce. It makes seeds that will grow into new plants!
Stem= Carries water from the roots to the other parts of the plant!
Leaves= Take in air and light!
Roots= Hold the plant into the soil and take in water and minerals!

What a Plant Needs to Stay Alive!

-Sun
-Water
-Soil
-Air

C. Plant Part/Need
I am going to hand you two popsicle sticks that have a piece of paper glued onto the end. One
paper says Plant Part, and the other paper says A Plant Needs You are going to look at
the projector at the front of the classroom and look at the picture and words that pops up! If you
think that it is a plant part, hold up the popsicle stick that says Plant Part, and if you think it
is something that a plant needs to stay alive, hold up the popsicle stick that says A Plant
Needs For example, if the word sunlight shows up with the picture of a sun, what popsicle
stick are you going to hold up? (let class respond) Very good! You are going to hold up the A
Plant Needs popsicle stick! Are there any questions? (Answer any questions) Okay let's get
started!

I will have 8 different slides that I will show on the projector which include the 4 parts of a plant
and the 4 needs of a plant that we discussed as a class.

Making Your Own Flower:

I am going to pass out different supplies to you. I am going to give you coffee grounds, fake
flowers, green construction paper, and white construction paper! You are going to make a
flower and glue it onto the white construction paper. Once you glue all of the different parts
down on the paper, I want you to use a marker and label each part of the plant and tell me what
it does! Once you have labeled all of the different parts and have everything glued down, I want
you to get creative and come up with a name for your plant!
Extension: See attached sheet (some of the sheets need to be modified)

VII. Check for understanding:

-After the students make their own flower, I will check them to make sure that they are
understanding all of the different parts and what they do. If anyone is confused on the roles of
the different parts, I will take time to re-explain their functions and have them relabel their
flower.
-I will also be walking around during work time to make sure that students are understanding the
material.
-Asking students questions during my lesson will help me assess the amount of information that
they are taking in, and determine what information they need more practice with.

-If students are high ability and they finish early, I will have them work on a life cycle of a
plant worksheet.

VIII. Review Learning Outcomes/ Closure:

- Who can raise their hand and tell me what they learned about plants today? What are the
different parts of a plant? What does a plant need in order to stay alive? How do the different
parts of a plant help the plant stay alive? (Call on students and discuss the main ideas one last
time) Great job today! You all worked so hard on the activities that we did! I am so proud of
you! You all learned so much!

PLAN FOR ASSESSMENT

Formative:
-I will walk around during work time and observe students. I will determine if some students
need further understanding or help based on their work. I will also ask many questions during
the activities to observe the progress taking place. During the lesson I will also be able to
formally assess them as they hold up their popsicle sticks to identify plant parts and needs.

Summative:
-At the end of the lesson each student will turn in their flower with the labels and plant part roles
and I will be able to assess their understanding.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Was keeping students in their desks the most effective? If not, how else could I have
arranged them?
8. Did having them make their own flower and label the parts and their roles too
challenging? Or was it too easy?
9. Did students have enough guided practice before they were asked to complete the
activity on their own?

FOR HIGH ABILITY STUDENTS